Academic Stress among Adolescents from Nuclear and Joint Families: A Study in Ranchi Town

Abstract

Background: Adolescence is a critical developmental period marked by academic pressure and emotional challenges. Family structure and gender may significantly influence how adolescents experience academic stress. Method: The present study aimed to examine the differences in academic stress among adolescents based on gender (male vs. female) and family structure (nuclear vs. joint) in Ranchi town. 120 Adolescents students (60 from nuclear families and 60 from joint families) were selected using stratified random sampling as a sample for the study. A 2×2 factorial design and comparative research design was used in the present study. For data collection, tools such as personal-socio demographic data sheet and Academic Stress Questionnaire (ASQ), developed by Akram, Khan, and Baby (2013) were used. An independent samples t-test was used to analyze the differences in mean academic stress scores across groups. Results: The findings revealed that adolescents from nuclear families experienced significantly higher levels of academic stress compared to those from joint families. Similarly, female students reported greater academic stress than their male counterparts. Both differences were found to be statistically significant, indicating that both family structure and gender play an important role in influencing academic stress among adolescents. Conclusion: The study concluded that both gender and family structure have a significant effect on academic stress among adolescents. Students from nuclear families and female students are more vulnerable to academic stress. These findings highlight the importance of emotional support systems within families and suggest the need for gender-sensitive academic counseling.